VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDLES TRẢN TII MAI HẠNH USING AUTHENTIC MATERIALS TO [IMPROVE ENGLISIT MAJOR STUDENTS’ READING SKIL. AT THANH DO COLLEGE OF TECHNOLOGY (Sử dụng tải tiện thực nhằm nang cao ky ning doc hiểu cho sinh viên chuyên ngữ trường Caa Đăng Công Nghệ Thành Đô) Field: Methodology Code: 601410 Course: 16 MA MINOR THESIS Hanoi - 2010 be VIET NAM NATIONAL UNIVERSITY, IIANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẤN THỊ MAI HẠNH USING AUTHENTIC MATERIALS TO IMPROVE ENGLISH MAJOR STUDENTS’ READING SKILL AT THANH DO COLLEGE OF TECHNOLOGY (St dung tai tiéu thuc nhằm nâng cao kỹ năng đọc hiểu cho sinh viêm chuyên ngữ trường Cao Đẳng Công Nghệ Thành Đô) MA MINOR THESIS Field: Methodology Code: 601410 Course: 16 Supervisor: Pham Minh Tam, MEd Hanoi - 2010 TABLE OF CONTENTS Declaration. Table of contents. List of abbreviations.
List of tables Chapter 1: Intraduction.1 Rationale for the sludy and research problem statement.2 Aims of the study 2 1.3 Rescarch hypothesis and questions 2 1. Methods of the study 3 1. Scope of the study 3 1. Significance of the study 3 1.
Design of the sludy 4 Chapter 2: Literature Review 2. Background of reading 5 2.2, Intensive reading and extensive reading 6 2. Authentic materials in EFL 8 2. Definitions of authentic maierials.
§ 10 LIST OF ABBREVIATIONS AR Action research ER Extensive reading ERP Extensive reading program Trfensive reading, Firat language Second language ESL : English as second language EFL : English as foreign language 11 LIST OF TABLES Table 1: Sumary of characteristics of Inlensive and exlensive reading approaches.7Table 2: An overview of an extensive reading. cee 2D Table 3: The level of students’ interest in reading lessons and the needs and expectations of the students in the "`. e 28 Table 4: Deseriptive sialistics for the pretest and posllest of the Ireatrmenl cel) ‘Table 5 Participants’ attitudes towards the program + 30 Table 6: Participants suggestions for future program + 32 CHAPTER 1: INTRODUCTION 13 when using authentic materials are that they are highly motivating, giving a seuse of achievement when understood and encourage further reading.1) Authentic materials might be used more effectively to develop student’s interest and motivation in learning reading comprehension. They introduce life into the elassroom so that they enable the students to comprehend the text easily because they are closed to their environmen or their real wortd.
Irom the fact mentioned above, it is of great urgency, scientific and realistic usage to lead an iredepth investigation on the application of aulhonlic materials in reading in Vict Name in order to afiirm the effectiveness of a way to improve students’ reading skill, and to create a relaxing and enthusiastic learning environment for students in reading lessons This has inspired mc to conduct this study to find solution to the situation, 1. Aims of the study This rescarch is designed to investigate (he offectivencss of the use of authentic tmalcrials onsecond year students’ readings skill at the Department of English, Thanh Do College of ‘Technology. ‘The aims of the study are to: 1. Evaluate the effectveness of the use of authentic on students’ achievement in reading comprehension in Engtish 2.
Investigate the students’ attitudes towards using authentic materials in reading lessons. 3, Propose some recommendations and suggestions for using authentic materials to improve reading skill by Vietnamese students. Research hypothesis and questions In order to achieve the above-mentioned objectives, the study was designed to test the follow hypothesis: HI: Students who take part in the course with the text book and supplementary authentic materials will make more mprovement in reading proficiency measurcd by @ proficiency test than those who do the course with the text book only. The acceptance of this hypothesis would result in the injection to the folowing null hypothesis: Appendix 2.
Pro-questionmaire Appendix 3. Appendix 6 Non-authentic material Appendix 7. Result of pretest ard posttast 2. Types of aulhentic materials 2.
Considerations for selecting authentic materials .4, Advantages of authentic materials. Disadvantagcs of aufentic matcrials. The use of authentic materials in teaching reading 2. The stages of a reading lesson 2.42 Applying authenlio materials in (caching reading 2.4, Task aulhenticily and input aulhenticily 2.
Conclusive remarks Chapter 3: Methodology. An overview of an action research 3. Rationales for the use of action research 3. Applying authentic materials in extensive reading program 3.
The researcher- ‘the teacher. Pretest and Postfest. TH se TH se 24 3. Procedure of data collection.— 25 11 LIST OF TABLES Table 1: Sumary of characteristics of Inlensive and exlensive reading approaches.7Table 2: An overview of an extensive reading.
cee 2D Table 3: The level of students’ interest in reading lessons and the needs and expectations of the students in the "`. e 28 Table 4: Deseriptive sialistics for the pretest and posllest of the Ireatrmenl cel) ‘Table 5 Participants’ attitudes towards the program + 30 Table 6: Participants suggestions for future program + 32 CHAPTER 1: INTRODUCTION 2. Types of aulhentic materials 2. Considerations for selecting authentic materials .4, Advantages of authentic materials.
Disadvantagcs of aufentic matcrials. The use of authentic materials in teaching reading 2. The stages of a reading lesson 2.42 Applying authenlio materials in (caching reading 2.4, Task aulhenticily and input aulhenticily 2. Conclusive remarks Chapter 3: Methodology.
An overview of an action research 3. Rationales for the use of action research 3. Applying authentic materials in extensive reading program 3. The researcher- ‘the teacher.
Pretest and Postfest. TH se TH se 24 3. Procedure of data collection.— 25 10 LIST OF ABBREVIATIONS AR Action research ER Extensive reading ERP Extensive reading program Trfensive reading, Firat language Second language ESL : English as second language EFL : English as foreign language Appendix 2. Pro-questionmaire Appendix 3.
Appendix 6 Non-authentic material Appendix 7. Result of pretest ard posttast 13 when using authentic materials are that they are highly motivating, giving a seuse of achievement when understood and encourage further reading.1) Authentic materials might be used more effectively to develop student’s interest and motivation in learning reading comprehension. They introduce life into the elassroom so that they enable the students to comprehend the text easily because they are closed to their environmen or their real wortd. Irom the fact mentioned above, it is of great urgency, scientific and realistic usage to lead an iredepth investigation on the application of aulhonlic materials in reading in Vict Name in order to afiirm the effectiveness of a way to improve students’ reading skill, and to create a relaxing and enthusiastic learning environment for students in reading lessons This has inspired mc to conduct this study to find solution to the situation, 1.
Aims of the study This rescarch is designed to investigate (he offectivencss of the use of authentic tmalcrials onsecond year students’ readings skill at the Department of English, Thanh Do College of ‘Technology. ‘The aims of the study are to: 1. Evaluate the effectveness of the use of authentic on students’ achievement in reading comprehension in Engtish 2. Investigate the students’ attitudes towards using authentic materials in reading lessons.
3, Propose some recommendations and suggestions for using authentic materials to improve reading skill by Vietnamese students. Research hypothesis and questions In order to achieve the above-mentioned objectives, the study was designed to test the follow hypothesis: HI: Students who take part in the course with the text book and supplementary authentic materials will make more mprovement in reading proficiency measurcd by @ proficiency test than those who do the course with the text book only. The acceptance of this hypothesis would result in the injection to the folowing null hypothesis: 11 LIST OF TABLES Table 1: Sumary of characteristics of Inlensive and exlensive reading approaches.7Table 2: An overview of an extensive reading. cee 2D Table 3: The level of students’ interest in reading lessons and the needs and expectations of the students in the "`.
e 28 Table 4: Deseriptive sialistics for the pretest and posllest of the Ireatrmenl cel) ‘Table 5 Participants’ attitudes towards the program + 30 Table 6: Participants suggestions for future program + 32 CHAPTER 1: INTRODUCTION 11 LIST OF TABLES Table 1: Sumary of characteristics of Inlensive and exlensive reading approaches.7Table 2: An overview of an extensive reading. cee 2D Table 3: The level of students’ interest in reading lessons and the needs and expectations of the students in the "`. e 28 Table 4: Deseriptive sialistics for the pretest and posllest of the Ireatrmenl cel) ‘Table 5 Participants’ attitudes towards the program + 30 Table 6: Participants suggestions for future program + 32 CHAPTER 1: INTRODUCTION 3. Procedure of data analysis 37.
Dala from pretest aud postlest 3. Data from the questionnaires 3. Conclusive remarks Chapter 4: Findings and Discussion. Participants’ attitudes towards the program 43.2, Participants’ suggestions for the future program 4.4, Conclusive remarks Chapter 5: Conclusion and Lmplications.3, Limitations of the study.4, Suggestions for the future research.
Pretest and posttest. Procedure of data analysis 37. Dala from pretest aud postlest 3. Data from the questionnaires 3.
Conclusive remarks Chapter 4: Findings and Discussion. Participants’ attitudes towards the program 43.2, Participants’ suggestions for the future program 4.4, Conclusive remarks Chapter 5: Conclusion and Lmplications.3, Limitations of the study.4, Suggestions for the future research. Pretest and posttest. Pro-questionmaire Appendix 3.
Appendix 6 Non-authentic material Appendix 7. Result of pretest ard posttast 10 LIST OF ABBREVIATIONS AR Action research ER Extensive reading ERP Extensive reading program Trfensive reading, Firat language Second language ESL : English as second language EFL : English as foreign language 1. Rationale for the study and research problem statement Reading is one of the Iangnags skills tht should be acquired by any students who learn English. It can provide the students with a richness of interesting information in a pleasant way.
Before we produce or make information, reading is needed fo get and analyze information. Reading is the most crucial in gelting ccrtain information or knowledge available in magazines, newspapers, story books, brochures, and other reading matetials. ‘The purpose of teaching reading is to enable students to read English in the written form and comprehend the written materials, Reading will be snecessfll if students may comprchend {he written materials or the text well. An cfleclive reading activity involves active students to take apart actively in reading class whether in pre, while, and then in post-reading activities.
Llowever, in many Linglish classes, students seem to be not motivated and active in reading activities. In this eas it is a challenge for teachers to consider techniques, materials, and atmosphere in teaching reading in which the students feel comfortable, curious, and motivated to leam the language enthusiastically. I was in charge of teaching English reading skill at class SA, which has 30 major English second ycar students al Thanh De College of Technology. T saw that the students seamed to feel bored and uninterested to learn English especially when they faced a reading text fiom their textbook, The teaching and Jearnung activities did not run effectively, because most of the students usually tended to keep silent when the teachsr asked them to read the text individually in the silent reading, without knowing why they rcad and without caring what they were reading.
Some students also tended to disturb and cheat other friends then made the class noisy whan they did exercises, Realizing the problem faced by the students, 1 thought that it was very important to make reading lessons more inleresting and elective by cmplaying erative and interesting materials, A reading course can be made more interesting ifa variety of texts is used. The creative materials which still focus on the topics of subject that can be used here is aulhentic materials.
